CASEL-Report-low-res-FINAL

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18 the Missing Piece Survey FindingS 1 Figure 6 the relational benefits to teaching social and emotional skills are readily apparent; academic benefits are seen as likely. Teaching social and emotional skills in schools: Will improve relationships between teachers and students Will improve relationships among students and reduce bullying Will improve students’ academic performance, such as increasing standardized test scores of teachers (77 percent) think social and emotional skills will improve students’ academic performance (Figure 6). Teachers in high-poverty schools (schools with 60 percent or more students in the free/reduced-price lunch program) are even more likely to endorse SEL than their peers in higher resourced communities (Figure 7). They are more likely to report social and emotional skills will improve student-teacher relationships This is definitely true This is probably true 7% 36% (63 percent versus 44 percent), reduce bullying (61 percent versus 51 percent), and improve students’ academic performance (42 percent versus 27 percent). Furthermore, only 8 percent of teachers believe that social and emotional skills should be taught to only students with social and emotional problems. The research base is beginning to explicitly show the positive effects of SEL for students in low-income communities. For 59% 35% 5% 1% Not sure 57% 36% 26% 41% 18% This is not true 30% 5% 5% 2% example, students participating in social and emotional intervention programs in high-poverty urban high schools were found to have improved social, behavioral, emotional, and academic adjustment, including higher grade point averages, compared to those students not participating in the program. 46 Some national education organizations that serve these populations are embedding SEL into their programming. 47
Figure 7 learning. teachers at high-poverty schools are especially convinced of the benefits of social and emotional Teaching social and emotional skills in schools: Will improve relationships between teachers and students Will improve relationships among students and reduce bullying Will improve students’ academic performance, such as increasing standardized test scores 60% low-income* 61% 63% *Income measured by free and reduced-price lunch.
Page 1 and 2: THE MiSSiNg PiECE A REPoRt foR CASE
Page 3 and 4: TAbLE of CoNTENTS open Letter to th
Page 5 and 6: AN oPEN LETTER To THE AMERiCAN PEoP
Page 7 and 8: offers the Collaborative for Academ
Page 9 and 10: at developing SEL say bullying is a
Page 11 and 12: PATHS foRWARd As a nation, we have
Page 13 and 14: iNTRoduCTioN America risks a genera
Page 15 and 16: SuRvEy ovERviEW Children have nearl
Page 17 and 18: Figure 2 When provided with CASEL
Page 19: Figure 5 Many teachers believe thei
Page 23 and 24: SNAPSHoT THE STudENT PERSPECTivE SE
Page 25 and 26: such as boosting academic performan
Page 27 and 28: nearly 70 percent report that they
Page 29 and 30: and poor academic achievement. 93 I
Page 31 and 32: have an average 23 percentage point
Page 33 and 34: Figure 11 fewer than half of teache
Page 35 and 36: is a composite score. 135 PATHS, Ra
Page 37 and 38: development and acquisition of soci
Page 39 and 40: PATHS foRWARd As a nation, we have
Page 41 and 42: STRENgTHEN SEL by iNvESTiNg iN EduC
Page 43 and 44: the House bill, and a similar bill
Page 45 and 46: ACkNoWLEdgMENTS CASEL, together wit
Page 47 and 48: CHARACTERiSTiCS of THE SAMPLE The f
Page 49 and 50: Promote SEL in School z Download th
Page 51 and 52: Nashville, Oakland, Sacramento, and
Page 53 and 54: J.E. Zins, R.P. Weissberg, M.C. Wan
Page 55 and 56: Interaction Effects of Program Trai
Page 57 and 58: ibLiogRAPHy Aber, J.L., Jones, S.M.
Page 59 and 60: In R. Bar-On, J.G. Maree, & M.J. El

CASEL-Report-low-res-FINAL

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